Brita A. Bookser, Santa Clara University

Early Childhood Educators Addressing Gender in Their Classrooms - Flora Farago, Stephen F. Austin State University

Igniting Divergence: Examining the Intersections of Creativity and Social Justice in the Early Years - Dana Frantz Bentley, Buckingham Browne and Nichols School

Interrogating Voice in the Early Years: The Spider’s Web as a Metaphor of and for Practice - Mhairi Catherine Beaton, Leeds Beckett University; Claire Cassidy, University of Strathclyde; Kate Wall, University of Strathclyde; Carol Anne Robinson, University of Strathclyde; Elaine Hall, Legal Education and Professional Skills

Learning From the Parents of Young Gender-Diverse Children - Janice Kroeger, Kent State University; Alexandra Gunn, University of Otago

Aireale J. Rodgers, University of Wisconsin - Madison

From Contradiction to Liberation: An Activity Theory Analysis of Double Consciousness in Education Settings - Paige A. Sechrest, University of Washington; Boris Krichevsky, University of Wisconsin - Eau Claire

Expanding Relational Agency Through Boundary-Crossing Collaboration to Address Racial Disproportionality in School Discipline - Dian Mawene, University of Wisconsin - Madison; Aydin Bal, University of Wisconsin - Madison; Dosun Ko, Santa Clara University; Linda Orie, University of Wisconsin - Madison; Jahyun Yoo, University of Wisconsin - Madison; Morgan Mayer-Jochimsen, University of Wisconsin - Madison; Elizabeth Schrader, University of Wisconsin - Madison

Constructing Educational Opportunities Through Transformative Discussions With Early Adolescent Black Girls - Rebekah Pollock, Georgia State University; Ann C. Kruger, Georgia State University

Adnan Turan, Arizona State University

Blackness in Spanish Culture: Multimodal Texts for Language Learners - Gonzalo Baptista, Morgan State University; Lennie Amores, Albright College

Anticolonial Literacy Development Among Latinx Youth - Henry C LaFuente, University of Texas at Austin

Patricia Marybelle Davies, Prince Mohammad Bin Fahd University

An Experimental Study Using the Virtual Reality–Based Learning Simulation InGo in the Field of Warehouse Logistics - Herbert Thomann, University of Göttingen; Viola Deutscher, University of Goettingen

Supporting Music Literacy for Students With Special Needs in the Elementary General Music Classroom: A Design Case of a Digital Tool - Erin E Collins, Cobb County School District; Tiffany Anne Roman, Kennesaw State University

Supporting Situational Awareness: A Design Case for Learning Maps - Jaclyn Lauren Dudek, University of Kansas; Julianna Stockton, University of Kansas

Fostering Adolescents’ Self-Directed Learning Through Making: The Development of an Integrated Model - Heather Ann Pearson, McGill University; Adam Kenneth Dubé, McGill University

Charna D'Ardenne, University of North Carolina - Chapel Hill

Sarah Young, Trinity Washington University

Challenging Invisibility and Restoring Hope Through the Voice of Transition-Age Youths With Intellectual and Developmental Disabilities in Homelessness - Yehyang Lee, Syracuse University; Natasha M. Strassfeld, University of Texas at Austin; Sharon Choi, University of Texas at Austin; Sumaita Choudhury, University of Texas at Austin; Stacey Stevens Manser, University of Texas at Austin

Impact of the COVID-19 Pandemic: Experiences of Disabled College Graduates - Adam Moore, University of Rhode Island; Annemarie Vaccaro, University of Rhode Island

Overcoming Orientation Obstacles: Improving Disability Service Orientation Programs to Promote Access and Understanding Among Disabled Students Transitioning to College - Sarah Young, Trinity Washington University

What Do Young Korean Adults Labeled With Intellectual and Developmental Disabilities Have to Say About Important Things in Their Adult Lives? - Eunyoung Jung, SUNY - College at Cortland; Ji-Ryun Kim, SUNY - College at Cortland

Working to Work: Resources Students With Intellectual Disability Use to Gain Employment - Katie E. Ducett, SUNY - College at Cortland; Beth Myers, Syracuse University

H. Kaʻumealani K. Walk, Kula Kaiapuni Hawaiʻi ʻo Kahuku Academy, HIDOE

Whānau (Family) Well-Being: Reclaiming Precolonial Indigenous Māori Perspectives of Men, Fathers, and Parenting - Lesley K. Rameka, University of Waikato; Mere Berryman, University of Waikato; Diana Cruse, University of Waikato

Dismantling and Constructing Simultaneously: Educational Possibilities of Pacific Education Policy in Aotearoa New Zealand - Tanya L.M. Samu, University of Auckland

Constructing Educational Possibilities: Kura Kaupapa Māori Initial Teacher Education Research for Sustainable Communities in Aotearoa (New Zealand)  - Beatrice Mari Ropata-Te Hei, Massey University; Nadell Iranui Karatea-Kokiri, Massey University; Rāhera Filiata, Massey University

Education in the Margins: Toward an Alter-Native Schooling Model for Māori Learners Disengaged From Mainstream - Tania Cliffe-Tautari, University of Auckland Waipapa Taumata Rau

Lindsay Pérez Huber, California State University - Long Beach

A Critical Content Analysis of Banned and Challenged Latine Picture Books - Sanjuana Carrillo Rodriguez, Kennesaw State University; Sandra Lucia Osorio, Erikson Institute

“Bringing Two Worlds Together”: A Critical Content Analysis of Latinx Children’s and Young Adult Literature and the Author’s Perspectives - Diego Xavier Roman, University of Wisconsin - Madison; Mia Hicks, University of Wisconsin - Madison; Angela Lake, University of Wisconsin - Madison; Emily Machado, University of Wisconsin - Madison

Critical Race Content Analysis of Latinx Representation in Children’s Picture Books - Lorena Camargo Gonzalez, California State University - Sacramento; Alexia Tamayo-Gonzalez, California State University - Sacramento; Marlene Lopez Torres, University of California - Santa Barbara

A Critical Content Analysis of Anti-Black Racism and Anti-Semitism in Picture Books With Black, Jewish, and Black Jewish Characters - Eliza G. Braden, University of South Carolina; Meir Muller, University of South Carolina

A Critical Race Content Analysis of Young Adult Novels With Incarcerated Protagonists - Mary McConnaha, Michigan State University

Erin Elizabeth Centeio, University of Hawai‘i at Manoa

A Hope and a Prayer: First-Year Experiences of a Black Male Physical Educator - Carrie Safron, Independent Scholar; Sara Barnard Flory, University of South Florida; Dwayne Edwards, Regis High School

Feasibility of a Culturally Tailored Teacher Workshop for Physical Activity Promotion - Stacy Imagbe, Morehouse College; Senlin Chen, Louisiana State University

“Put Yourself in Their Shoes”: Developing a Knowledge Base in Urban Physical Education - Craigory Nieman, University of South Florida - Tampa; Sara Barnard Flory, University of South Florida

Black and Latine PETE (Physical Education Teacher Education) Faculty Narratives on Transformational Resistance and Counter-Spaces - Mara Simon, Springfield College; Cory Elijah Dixon, Rowan University; Korey L Boyd, Springfield College

Kathryn Washington, Lamar University

Understanding the Burnout Experiences of Female Doctoral Candidates in China - Bing Xiaoyi, Hunan Normal University

Brazilian Blackness, Between the Affection and the Political: Black Women and Racial Ressentiment - Viviane I. Weschenfelder, Universidade do Vale do Rio dos Sinos - Brazil; Guofang Wan, Loyola University Chicago

Ni de Aquí, Ni de Allá: Chicanas Existence at the University of California, Riverside, in the 1990s and 2000s - Nathaly Martinez, University of California - Riverside

Suzanne E. Hiller, Blue Swallow Farm Foundation

Effects of a STEAM Garden-Based Learning Program on Middle Grades Students’ STEAM Career Interests - Michelle Parslow, Utah State University; Katherine Nicole Vela, Utah State University; Rita A. Hagevik, University of North Carolina - Pembroke; Kathy Cabe Trundle, Utah State University; Laura Wheeler, Utah State University

Impact of Explicit Engagement in Argumentation Skills on Lebanese Grade 8 Argument Levels and Achievement - Ihsan Ghazal, Texas Christian University; Hayat Hokayem, Texas Christian University; Saouma B. Boujaoude, American University of Beirut

Unpacking Students’ Perceptions of Relevance-Supportive Instruction in Middle School Science Classrooms: A Mixed-Methods Study - Lauren Cabrera, University of Michigan - Dearborn; Nayana Turner; Samuela Mouzaoir, Michigan State University; Stephanie Hyewon Shin, Michigan State University; Eun Ha Kim, Michigan State University; Gwen C. Marchand, University of Nevada - Las Vegas; Christopher J. Harris, WestEd; Jennifer A. Schmidt, Michigan State University

Lee B. Abraham, Columbia University

Corpus Analysis of International Teaching Assistants’ Instructional Language Use in Teaching Simulation Task - Heesun Chang, Texas A&M University

Improving the Research-Practice Interface in Additional Language Teaching Research: A Systematic Evaluation of Pedagogical Implications - Matt Coss, Michigan State University

Science Content-Based Instruction Through Socio-Scientific Issues (SSI) in Foreign Language Classrooms - Young Ae Kim, Defense Language Institute; Changhwan Kim, Defense Language Institute

Written Corrective Feedback on First-Year Academic Writing: Instructors’ Strategies and Multilingual Writers' Engagement - Yueqiu Zhang, University at Buffalo - SUNY

Lourdes Cardozo-Gaibisso, Mississippi State University

Max Vazquez Dominguez, University of North Georgia

Ruth Harman, University of Georgia

Cory A. Buxton, Oregon State University

How Emergency Remote Online Language Teaching Informed Post-Lockdown Practices in China - Carla Meskill, University at Albany - SUNY; Dongni Guo, University at Albany - SUNY; Fang Wang, University at Albany - SUNY; Wuri P. Kusumastuti, University at Albany - SUNY

Exploring New Assessment Scenarios Through Design-Based Research: The Case of Uruguay - Gabriel H. Diaz Maggioli, Universidad ORT Uruguay

Multimodal Communication in Post-Pandemic Classrooms: Reflecting Upon Bilingual Education From the Global South - Wilder Escobar, El Bosque University; Lorena Caviedes Cadena, Universidad el Bosque; Fabián Benavides, Universidad El Bosque

Competencies Applied to Teaching an ESOL (English to Speakers of Other Languages) Methods Course Moved to the Online Environment - Larisa A. Olesova, University of Florida; Luciana C. de Oliveira, Virginia Commonwealth University

Flexibility in Teaching During the Pandemic: An Action-Research Study of a University Foreign Language Class - Maria Eugenia Lozano, Barnard College

Culturally Responsive Practices From Teachers’ Perspectives in Two Countries - Alicia R. Thompson, Virginia Commonwealth University; Yaoying Xu, Virginia Commonwealth University

Lindsay Romano, New York University

Deconstructing School-Based Mindfulness Curricula: A Critical Analysis of Core Components of Twelve Programs - Deborah L. Schussler, University at Albany - SUNY; Sebrina L. Doyle Fosco, Pennsylvania State University; Kimberly M. Kohler, Lycoming College

Whole School Mindfulness: A Mixed-Methods Investigation Using Implementation Science - Deborah L. Schussler, University at Albany - SUNY; Melia Brown, Pennsylvania State University; Sebrina L. Doyle Fosco, Pennsylvania State University

Empathic Teaching and Students’ Challenging Behaviors: The Role of Compassion and Teacher Characteristics - Suchitra Sarda, University of Illinois at Chicago; Joshua Lovett, University of Illinois Chicago; Kimberly A. Schonert-Reichl, University of Illinois at Chicago

Awakening of Awareness: Developing Educator Social and Emotional Learning Through Heart-Centered Connections - Niki Elliott, University of San Diego; Sylvia Mac, University of San Diego

Amanda B. Jennings, University of Michigan

A Portrait of Rural Social Studies Teachers: Demographics and Implications for Professional Development - Amy E. Allen, Virginia Tech; Thomas O. Williams, Virginia Tech; David Hicks, Virginia Tech

“But It Was Just Like, Overhyped”: How Students Position Themselves When Giving Feedback to Teachers - Andrew J. Schiera, University of Colorado - Boulder; Andrew del Calvo, Rutgers University - New Brunswick

Embedding Online Evaluations in Social Studies: A Comparative Case Study of Teachers’ Goals and Approaches - Elizabeth Reynolds, University of Maryland; Sarah McGrew, University of Maryland

Toward Learning Trajectories in History Education - Meghan McGlinn Manfra, North Carolina State University; Lindsey Payne, North Carolina State University

Hefer Bembenutty, Queens College - CUNY

Shuai Li, University of Virginia

Principal Well-Being: Evidence of the Narrative Literature Review From 1978 to 2022 - Junjun Chen, Education University of Hong Kong

The Work and Well-Being of Saskatchewan School Administrators Before, During, and After COVID-19: Approaching Burnout - Donna Hazel Swapp, University of Regina; Pamela J. Osmond-Johnson, Memorial University of Newfoundland

Understanding Perceptions of Educator Well-Being in the Return to In-Person Instruction Following COVID-19 Closures - Heather Walter, George Mason University; Karly Ball Isaacson, Michigan State University; Katherine Szocik, George Mason University; Hallie Fox, The George Washington University

Examining the Lived Experiences of Teachers Who Exited the Profession During the COVID-19 Pandemic - Kristin Devers, Richland School District One; Ibrahim Duyar, Arkansas State University; Karen Buchanan, Arkansas State University

Understanding Teacher Well-Being: Factor Analysis of ProQOL Scale in the Context of Ongoing Stress - Helen Min, University of Virginia; Dana M. Sox, University of Virginia

Matthew L. Wilson, Kennesaw State University

More Than High or Low: Preservice Teacher Cluster Membership When Learning to Teach Online - Jacob A. Hall, SUNY - College at Cortland; Jiaming Cheng, Liaoning Normal University; Qiu Wang, Syracuse University; Jing Lei, Syracuse University

Drawing on Digital Equity: Cultivating Preservice Teachers’ Digital Equity Mindsets in a Technology Integration Course - Lauren Weisberg, University of Texas - Arlington; Kara M. Dawson, University of Florida

Navigating K–12 Teachers’ Perceived and Demonstrated Media and Information Literacy Through an Activity Structure - Matthew Korona, Loudoun County Public Schools; Dawn Marie Hathaway, George Mason University

Exploring K–12 Teachers’ Instructional Technology Roles in Teaching Underserved Students - Yin Hong Cheah, University of Idaho

Jennifer Higgs, University of California - Davis

José Ramón Lizárraga, University of Colorado - Boulder

Digital Enclosures in Education and Youth Marginalization - Roberto de Roock, University of California - Santa Cruz; Emanuel Suarez Jimenez, University of California - Santa Cruz

Being Human in the Age of Generative AI: Young People’s Ethical Concerns About Writing and Living With Machines - Jennifer Higgs, University of California - Davis; Amy Stornaiuolo, University of Pennsylvania

Speculative Frictions: Literacy, AI, and Civic Imagination - Alexandra Thrall, Baylor University; T. Philip Nichols, Baylor University; Kevin R. Magill, Baylor University

Allison Briceno, San José State University

Developing a Translingual Writing Information Literacy Scale for Academic Purposes - Chengyuan Yu, Kent State University; Yanchao Yang, Macau Millennium College

The Role of Vocabulary Knowledge in Composition Writing Among Chinese Children - Yingsheng Liu, University of California - Los Angeles

Translanguaging Literacy Practices in Heritage Langua School - Sung-ae Kim, Seoul National University

Noor Ali, Northeastern University

Defend, Defy, or Distance: How Marginalized Youth Experience and Respond to the Stigma of Place - Daphne M. Penn, Vanderbilt University

Geography of Opportunity for College Preparation in College Deserts - Jin Lee, University of Louisiana at Lafayette; Jennifer Ortiz Garza, University of Houston - Victoria

Place Fracture: How People Experience, Understand, and Respond to the Loss of Community at School - Megan McCormick, Vanderbilt University; Julio Ángel Alicea, Rutgers University - Camden

Transformative Reflections: Empowering Educational Leaders Through Collective Racial Discourse - Christa Reyes, Florida Gulf Coast University; Michele Stork, Florida Gulf Coast University; Tabbatha Carter, Florida Gulf Coast University; Wheatly Dorsainvil, Florida Gulf Coast University; Teri-Ann Petrekin, Florida Gulf Coast University; Marianela Rivera, Florida Gulf Coast University

Always a Bridesmaid, Never a Bride: Experiences of Contingent Faculty on the Academic Job Market - Diane Cardenas Elliott, Kutztown University of Pennsylvania; Yana Kuchirko, Brooklyn College - CUNY

Individual, Leadership, and Organizational Factors That Influence Faculty Adoption of Mid-Course Feedback on Instruction - Anika B. Anthony, The Ohio State University; Larry Hurtubise, The Ohio State University

Learning to Lead in Higher Education: A Reciprocal Mentorship Self-Study - Erica R. Hamilton, Grand Valley State University; Amy Burns, University of Calgary

Shifting Categories, Shifting Priorities? R1 Attainment, Academic Structure, and Implications for Students - Sondra Nicole Barringer, Southern Methodist University; Kim Nelson Pryor, Southern Methodist University; Charity Lewallen, Southern Methodist University; Brianna Freshwater, Southern Methodist University

Linda T. Coats, Mississippi State University

Student Affairs Professionals’ Attrition: Exploring Retention Predictors - Paul J. Gorelik, Binghamton University - SUNY

Supervisorial Shielding, Institutional Care, and Staff of Color in Higher Education - Ahjah M. Johnson, Independent Scholar; Tristen Hall, Miami University (OH); Katherine S. Cho, Loyola University Chicago; Lauren Brassfield, University of Denver

Supporting Academic Diversity Officers: A Phenomenological Study of Antiracist Practice on Three College Campuses - Travis J. Albritton, University of North Carolina - Chapel Hill; Eleanor Fleming, University of Maryland - Baltimore County; Vanessa A. Brown, Southern Illinois University - Edwardsville; Jessica Meharry, IIT Institute of Design

The Experiences of Three Chief Diversity Officers at a Predominantly White Institution: A Case Study - Emma Reabold, South Carolina Independent Colleges & Universities; Patrick Bennett, University of South Carolina - Aiken; Celina-Maria Espinosa, University of South Carolina; Henry Tran, University of South Carolina

Samina Hadi-Tabassum, Elmhurst University

Student and Mentor Teachers’ Developing Beliefs About Equity in Mathematics Teaching - Kateri Sternberg, University of Delaware

Exploring Elements of Field Supervisor Written Feedback - Andrew Kwok, Texas A&M University; Michelle Nguyen Kwok, Texas A&M University; Iliana E. De La Cruz, Texas A&M University; Jenna Davis; Katherine Davis

Learning From Practice in Israeli Disciplinary-Based Professional Learning Communities - Jonathan Mendels, The MOFET Institute; Tali Berglas Shapiro, MOFET institute

Development of the Model of Mentoring for Area-Specialized Teaching (MAST) - Fatma Aslan-Tutak, Bogazici University; Sevil Akaygun, Bogazici University; Armagan Ateskan, Bilkent University; Derya Celik, Trabzon University; Mustafa Guler, Karadeniz Technical University; Faik Ozgur Karatas, Trabzon University; Fatih Çağlayan Mercan, Bogazici University; Arife Sahin; Tuğçe Tucel-Deprem, Cukurova University; Melike Ustaoglu; Nese Vural, Bilkent University

Exploring a Supervisor’s Role in Fostering Mentor Teacher Community and Feedback Practices in Professional Learning - Amanda Moody Maestranzi, Lehman College - CUNY

Xia Chao, Duquesne University

Addressing Work-Life Balance Challenges of Asian American Female Teachers in the Post-Pandemic Era - Yi Zhang, University of Houston; Miao Li, University of Houston; Xincui Zhang, University of Houston

An AsianCrit Analysis of Asian American Teacher Motivations - Yiting Chu, University of South Florida - Tampa

"I Cannot Express My Emotions in the Class": Emotion Suppression Among Ultra-Orthodox Jewish Female Teachers - Izhar Oplatka, Tel Aviv University; Riki Vertaimer, Tel Aviv University

“Work or Life?” Gender Differences in University Teachers' Sense of Work-Life Balance: Evidence From China - Yanan Wang, East China Normal University; Long Diao, East China Normal University

Demoralized Teachers and How Caring Can Help - Kathryn Polley, University of Georgia

"It Wasn't Just One Thing . . .": Stories of Leaving - Brian C. Gibbs, Georgia College & State University

Teachers Aren't Tools: A Collective, Narrative Investigation of Dehumanization of Teachers at Work - Jessie N. Smorodin Sarber, University of Minnesota

Aubry D. Threlkeld, Harvard University

Critical Consciousness: Understanding White Elementary School Teachers’ Experiences Engaging With White, Middle-Class Students - Meredith Valentine, Montclair State University

Disrupting Heteronormativity in High School Biology: A Narrative Exploration of a Biology Teacher - Khanh Tran, Purdue University; Olivia M. Magnuson, Indianapolis Public Schools; Eric Johnson; Selcen Guzey, Purdue University

“It’s Not Just Pride Flags and Pronoun Pins. It’s Personal”: LGBTQ+ Educators’ Storying Epistemic (In)Justice - Jon M. Wargo, University of Michigan

Darolyn A. Flaggs, Kennesaw State University

Enrollment Patterns and Online Portrayals of Dual Language Program - Francesca López, University of Wisconsin - Madison; Clemence Darriet, University of California - Los Angeles; Claudia G. Cervantes-Soon, Arizona State University; Lucrecia Santibanez, University of California - Los Angeles; Giselle Maria Delcid, Pennsylvania State University; Elisa Marisol Serrano, University of Texas - San Antonio; Cody Pritchard, University of Tennessee; Joshua M. Rosenberg, University of Tennessee; Erica Frankenberg, Pennsylvania State University; Sarah Asson, Education Northwest

STEM Curriculum as a Catalyst: Narrowing Racial and Structural Inequalities - Shuhan Ai, University of California - Los Angeles

The (Mis)Alignment of Teachers’ Ratings of Multilingual Leaners’ Science Skills and Standardized Tests - Chris Curran, University of Florida; Lelydeyvis Boza, First Things First; Katharine Taylor Harris, University of Florida; Mark B. Pacheco, University of Florida; Amber W. Deig, University of Southern Mississippi; Tiffany S. Tan, Learning Policy Institute

The Role of STEM Efficacy for Course-Taking and High School Graduation of English Language Learners - Yazmin Torres, New York City Department of Education; Stephen Kotok, St. John's University

Reclassification and Multilingual Learners’ Science Achievement - Katharine Taylor Harris, University of Florida; Amber W. Deig, University of Southern Mississippi; Tiffany S. Tan, Learning Policy Institute; Mark B. Pacheco, University of Florida; Chris Curran, University of Florida; Lelydeyvis Boza, First Things First

Four Decades of Educational Mobility in Hong Kong - Dongshu Ou, Chinese University of Hong Kong; Zitong Wang, The Chinese University of Hong Kong

Institutional Capitalism and Neoliberalism: International Students’ Social-Emotional Experiences in Ontario Elite Boarding Schools - Soo Kyung (Sue) Min, University of Toronto

The World Is Not Flat: Challenges for Taiwanese Indigenous and Disabled Students Seeking International Degrees - Yun-Shiuan Chen, National Academy for Educational Research - Taiwan

Who Belongs in Mainstream Schools: Alternative School Transfer, Push-Out, and Student Reengagement - Rebecca Hinze-Pifer, University of Illinois at Urbana-Champaign; Samantha Guz, University of Alabama

Richardson Addai-Mununkum, University of Education, Winneba

Developing Preservice Teachers' Perceptions of Global Citizenship Education in a Virtual Global Engagement Project - Lu Xu, University of Illinois at Urbana-Champaign; Aigul Rakisheva, University of Illinois at Urbana-Champaign; M. Allison Witt, University of Illinois at Urbana-Champaign

Exploring the Potential of Collaborative Online International Learning to Enhance Preservice Teachers' Mathematical Feedback Practices - Hea-Jin Lee, The Ohio State University - Lima; Asli Ozgun-Koca, Wayne State University

Recruiting High-Quality Teachers Using Service Scholarships: Who Enrolled, How They Learned, and How Effective They Are - Yan Shi, Northeast Normal University; Qi Zheng, University of Wisconsin - Madison; Xin Xie, University of Wisconsin - Madison; Xinliang Zhang, Nanjing Normal University; Xiaoyang Ye, Brown University

Blurring the Lines: Negotiating Alignment While Constructing a Social Justice Teacher Education Praxis - Zander Nowell, University of Colorado - Boulder; Acelynn C. Perkins, University of Colorado - Boulder

Practices, Outcomes, and Tensions in Social Justice Teacher Education: A Scoping Review of the Literature - Nina Hosseini, University of Amsterdam; Monique Leijgraaf, University of Applied Sciences IPABO; Monique L. Volman, Universiteit van Amsterdam; Lisa Gaikhorst, University of Amsterdam

Preservice Teachers' Ideological Mismatch When Confronting How to Embody a Social Justice Teaching Perspective - Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación

Photo-Based Reflection: An Arts-Based Approach to Promote Reflection on Educator Collaboration and to Position Preservice Teachers as Co-Researchers - Nicole L. Thompson, Arizona State University; Elizabeth A. Ruiz, Arizona State University; Andrea E. Weinberg, Arizona State University; Jessica Button, Arizona State University; Wendy Wakefield, Utah Valley University

Preparing Preservice Teachers to Question: Rehearsals and Videos as Prompts for Noticing in Methods Courses - Lightning Jay, Binghamton University - SUNY; Matthew L. McConn, Binghamton University - SUNY

Facilitating Critical Deliberation Through In-School Seminars: Teacher Candidates’ Experiences of Hybrid Spaces Created Through School-University Community Partnerships - Kevin O'Connor, Mount Royal University

Cara Bernard, University of Connecticut

A Reflection on Preservice Teachers’ Knowledge and Skills in Teaching Computer Science - Yune Kim Tran, Providence College

Empowering Multilingual Preservice Teachers: Cultivating the Mentor-Mentee Relationship and Educative Mentorship - Huili Hong, Vanderbilt University; Shannon M. Daniel, Vanderbilt University; Amber N. Warren, Vanderbilt University

Examining Preservice Teacher Preparation in Classroom Management: A Review of Literature - Omodolapo Somo-Aina, University of North Carolina - Greensboro; Ebonie Lassiter, University of North Carolina - Greensboro; Sarah Stallings, University of North Carolina - Greensboro; Mshael Althiab, University of North Carolina - Greensboro; Grace Vaughan, University of North Carolina - Greensboro

Investigating the Impact of the Outdoor Campus Experience on Elementary Preservice Teachers - Li Sun, Augustana University

Servet Altan, MEF University

The Effectiveness of Professional Development on the Self-Efficacy of In-Service Teachers in STEM Education - Jiao Liu, East China Normal University; Ke Wang, Sam Houston State University; Reza Norouzian, Texas A&M University

The Effects of a Bullying Prevention Teacher Professional Development for Exceptional Students - Katherine A. Graves, Utah State University; Chad A. Rose, University of Missouri; Luz Robinson, University of North Carolina - Chapel Hill; Lindsey Mirielli, University of Kansas; Cannon Ousley, University of Missouri; Alberto Valido Delgado, University of Missouri; Dorothy L. Espelage, University of North Carolina - Chapel Hill

The Impact of Teachers’ Professional Development in the Classroom Learning Environment of English Learners - Hector H. Rivera, Texas A&M University; Jui-Teng Li, Appalachian State University; Huan Meng, Texas A&M University

Using PLATO (Protocol for Language Arts Teaching Observation) to Assess Teaching Quality in Scandinavian Mathematics and Language Arts Classrooms - Armin Jentsch, University of Oslo; Mark Christopher White, University of Oslo; Kirsti Klette, University of Oslo

Colleen M. Conway, University of Michigan

Impact and Quality of Microcredentialing as a Personalized Professional Learning Program for Educators - Xumei Fan, University of Northern Iowa; Ashlee A. Lewis, University of South Carolina; Xiaobo Wei, University of South Carolina; Joshua Watts, University of South Carolina

Inservice Teachers, Intersectionality, and the Influence of Instructional Coaches - Ben Wasserman, University of Connecticut; Robert Bagchi, University of Connecticut; John Settlage, University of Connecticut

Karie C. Brown, Georgia State University

Professional Development to Develop/Enhance In-Service Teachers’ Knowledge, Skills, and Dispositions for Teaching Multilingual English Learners - Gretchen Oliver, Clarkson University; Karen M. Gregory, Clarkson University; Kimberly F. Colvin, University at Albany - SUNY

Supporting Teachers in China in Adopting Inquiry and 21st-Century Competencies - Zian Zhang, University of Toronto - OISE; Yue Fang, University of Toronto - OISE; Anuli Ndubuisi, University of Toronto

Survive and Thrive in the Time of Changes: A Bibliometric Review of Teacher Resilience, 1998–2022 - Xinlin Li, Guangdong Mechanical & Electrical Polytechnic; Junjun Chen, Education University of Hong Kong

Ian Parker Renga, University of Southern Maine

Epistemic Frames of Instructional Coaching Planning and Debrief Meetings: A Quantitative Ethnography Approach - Marc Sager, Southern Methodist University; Jeanna R. Wieselmann, Southern Methodist University

Examining Teacher Formative Assessment Practices in Jordanian Refugee Settings: Challenges and Opportunities - Lindsay Brown, New York University; Hussein Al-Amoudi, War Child Holland-Jordan; Kahina Boulegroun, War Child Holland; Roxane Caires, New York University

Increasing Social Studies Teachers' Racial Literacy and Self-Efficacy for Culturally Responsive Teaching Practices - Jessica Nagourney, Johns Hopkins University; Laura Jeanne Quaynor, Johns Hopkins University

Exploring Trustworthiness of AI in Higher Education Teaching, Learning, and Assessment: A Systematic Review of the Literature - Virginia Byrne, Morgan State University; Keshiyena Pieters, Morgan State University

Self-Regulated Assessment Practices and Interest in Those Practices in Higher Education - Amanda Kulp, University of North Florida; Daniel Dinsmore, University of North Florida; Gordon Rakita, University of North Florida

What Happens in the Classrooms of Co-Requisite Courses With Different Structures and Credit Intensities? - Christine Mokher, Florida State University; Toby Park-Gaghan, Florida State University; Anum Fatima, Florida State University; Dinara Ibrayeva, Florida State University